Bachelor of Special Education (Primary)/Bachelor of Disability Studies

Why study the Bachelor of Special Education (Primary)/Bachelor of Disability Studies at UNE?

Teaching is a rewarding career choice for those who enjoy being part of children's development. The professional skills learned will be valued by the community and will bring teachers into contact with people of all ages. Teachers are members of one of the largest professions of our society. The degree will give students the opportunity to develop the skills, knowledge and attitudes needed to become a successful primary and special education teacher. Students are encouraged to be independent learners who are able to adapt efficiently and constructively to meet the changes which occur in the teaching profession.

Teacher Registration: Students should note that teacher registration requirements vary from state to state. UNE bases its degree structures on the NSW Education Standards Authority (NSWESA) guidelines, under the Australian Institute for Teaching and School Leadership framework for teacher registration. It is the responsibility of each student to check their eligibility to teach with the relevant state authority (including students who intend to teach in NSW).

IMPORTANT ADVICE

The NSW Government has raised admission requirements for undergraduate teaching courses from 2016. The new requirements are considerably higher than before and specify a minimum of three Band 5 HSC results, including one in English, or bridging units or alternative pathway as approved by NSWESA. Further information is available via the NSWESA Teacher Accreditation website.

UNE offers pathways to teaching for those applicants who do not meet the new admission requirements:

You may complete an appropriate number/combination of NSWESA-approved bridging units or the first year of your undergraduate studies in a non-teacher education course such as the Bachelor of Educational Studies or Bachelor of Arts, you may then apply to transfer, with Advanced Standing (credit), to the Bachelor of Special Education (Primary)/Bachelor of Disability Studies.

Career Opportunities

The Bachelor of Special Education(Primary)/Bachelor of Disability Studies prepares teachers to work in an inclusive setting (local primary school) or a special class (within a local primary school or within a special school). In addition, this degree aims to prepare graduates to assume a variety of roles in non-school agencies for individuals with disabilities.

Mandatory intensive schools may be a requirement of some of the units in this course. See Unit Catalogue for specific requirements.

Entry Requirements

A candidate shall be qualified for admission (seeAdmission Undergraduate and Postgraduate (Coursework) Rule and Admission Undergraduate and Postgraduate (Coursework) Procedures); and

(a) have a minimum of three Band 5 and/or E3 HSC results including English; or

(b) have completed at least a year (48 credit points) of discipline studies (non-Education units) in a higher education qualification; or

(c) have completed a NSWESA-approved alternative entry pathway.

A candidate shall comply with the University's English Language Requirements for Courses in Education Accredited by the NSW Education Standards Authority.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (eg pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Anaphylaxis Training*

The NSW Department of Education requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.

(e) safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;

(f) show personal maturity to ensure that a professional relationship is established with students;

(g) communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

(h) possess and model the literacy and numeracy skills expected of teachers in interactions within the classroom and broader non-education settings;

(i) be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and

(j) be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Unit.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

A requirement of accreditation is that primary school professional placements must be undertaken in a school using NSW Board of Studies syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required primary professional experience (practicum) days in primary schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NSWESA policy regarding overseas placements. Students are referred to theOffice for Professional Learning - Professional Experience Placementwebpage for further information.

Practical, Clinical or Work Experience

There are eight professional experience placements (120 days total). Three primary placements are embedded into core units (60 days); two special education placements are embedded into core special education units (45 days); whilst two professional experience units comprise a total of 15 days.

Advanced Standing

Candidates are referred to the University Policy on Advanced Standing.

Candidates admitted under Rule (b) may be eligible for up to 48 credit points of Specified Advanced Standing based on their undergraduate studies.

Scholarships

Scholarships have been offered by the NSW Department of Education. See the teach.NSW website for further information.

Academic Colours

Violet BCC 179

Further Information

You can find instant answers to many of your questions or contact UNE directly via
AskUNE

These course rules & plans are ONLY to be used if you commenced, transferred or changed versions in
the Bachelor of Special Education (Primary)/Bachelor of Disability Studies in 2017.

Additional Requirements

Prior to undertaking a professional experience placement in New South Wales, there are a number of mandatory requirements which must be fulfilled.

Working with Children Check*

All students intending to undertake a professional experience placement whose work is categorised as 'practical training as part of an educational or vocational course'; in schools or other educational institutions (eg pre-schools, kindergartens and child care centres) must complete a Working with Children Check application.

Anaphylaxis Training*

The New South Wales Department of Education and Communities requires that all initial teacher education students are trained in anaphylaxis management before they can undertake any professional experience in New South Wales public schools.*These requirements are subject to change. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for current information (including requirements for other states).

Fit for Practice

Candidates entering a pre-service teaching program in Education will:

follow the School of Education Code of Conduct, in particular, the Professional Experience Conduct for professional placement;

exercise sound judgement based on cognitive, mental and physical health and be able to respond appropriately to demands of classroom situations;

demonstrate personal resilience and persistence to cope and maintain wellbeing under stressful situations;

safeguard the University's integrity and demonstrate duty of care to students while engaged in professional experience;

show personal maturity to ensure that a professional relationship is established with students;

communicate to students with clarity and in an appropriate manner that relates to the age of the student profile;

possess and model the literacy and numeracy skills expected of teachers in interactions they have within the classroom and broader non-education settings;

be able to create, evaluate and reflect on the physical and emotional safety of children in a variety of situations and environments; and

be able to establish and maintain effective professional relationships with colleagues and the broader school community.

Students who have a disability that may or will prevent them from meeting the above professional experience requirements should contact the Special Needs Office.

Students who have difficulties in meeting some of the above professional experience requirements will be required to contact the Professional Experience Office to put in place remedial and/or counselling activities through a pro-active approach to improve their teaching practice.

Professional Placements

It is a requirement of accreditation that professional placements must be undertaken in a school using New South Wales Board of Studies syllabuses or equivalent Australian syllabuses and be assessing teaching proficiency against the Australian Professional Standards for Teachers. Students may only complete up to 10% (8 days) of the required professional experience (practicum) days in schools not using NSW Board of Studies syllabuses or equivalent Australian syllabuses. Limited placements can occur in non-Australian settings in accordance with the NSWESA policy regarding overseas placements. Students are referred to the Office for Professional Learning - Professional Experience Placement webpage for further information.

Advanced Standing

Candidates admitted under Rule (b) may be eligible for up to 48 credit points of Specified Advanced Standing based on their undergraduate studies.

Period of Candidature

The period of candidature shall be: (a) four years as a full-time candidate; (b) up to ten years as a part-time candidate.

Due to academic qualification requirements this course cannot be completed in less than three years unless the period of candidature has been reduced for advanced standing granted.

Course Requirements

1. To qualify for the award a candidate must pass units to the value of 192 credit points consisting of:(a) core units to the value of 192 credit points which includes 105 days of embedded professional experience; and(b) completion of 15 days professional experience.2. Candidates must pass literacy and numeracy tests prior to attempting their final professional experience unit.

Program of Study

Candidates shall complete the program of study as outlined in the Course Schedule comprising:

Award of Degree

Candidates who meet the course requirements shall be awarded the Bachelor of Special Education (Primary)/Bachelor of Disability Studies.

Exit Pathways

Candidates who discontinue their studies in the course may be eligible to exit with the non-accredited, non-teaching qualification, Bachelor of Educational Studies, on completion of 144 credit points including at least 36 credit points at 300-level or above. Candidates who apply to discontinue their studies and exit with the Bachelor of Educational Studies must apply for re-admission and will be subject to current course requirements of the Bachelor of Special Education (Primary)/Bachelor of Disability Studies. This may mean that they will not receive full recognition for their previous studies should the course structure have changed in response to University of external accreditation body requirements.

Progress and Conduct

Any candidate who has not successfully completed the BOSTES-mandated literacy and numeracy tests before their final professional placement may be asked to show cause why their candidature should not be discontinued and they be transferred to another course.

Improper Conduct

The Bachelor of Special Education (Primary)/Bachelor of Disability Studies aims to provide candidates with:

(i) a professional qualification that meets the well accepted requirements for primary initial teacher education in Australia, including the accreditation requirements of the Australian Institute of Teaching and School Leadership; and

(ii) UNE Graduate Attributes:

- knowledge of discipline (includes a global perspective);

- communication skills;

- problem solving;

- information literacy;

- ethical conduct and social responsibility;

- lifelong learning; and

- independence and collaboration.

Learning Outcomes

Upon completion of this course, students will be able to:

know their students and how students learn;

know their subject/content and how to teach that content to their students;

plan for and implement effective teaching and learning;

create and maintain supportive and safe learning environments;

assess, provide feedback and report on student learning;

continually improve by engaging in professional learning; and

continually engage professionally with colleagues, parents/carers and the community.

Graduate Attributes

Knowledge of a Discipline

Graduates will have the broad and coherent knowledge to effectively plan and deliver education in primary school settings and special education and community settings with a core business of catering for people with a disability.
They will understand the cultural contexts and global perspectives of schooling in general and disability/special education in particular, and the diversity of the student population. They will be able to demonstrate intercultural competence by responding flexibly to the needs of students, colleagues, families and community members.

Communication Skills

Graduates will be able to communicate effectively, both orally and in writing, with students, colleagues, parents and other stakeholders.

Problem Solving

Graduates will be able to exercise critical thinking, intellectual independence and judgement in identifying and solving problems encountered in the health, education and disability sectors of the community.

Information Literacy

Graduates will be able to demonstrate knowledge and understanding of digital resources and tools and their safe, legal and ethical use, and be able to apply this knowledge in school and disability community settings.

Ethical Conduct and Social Responsibility

Graduates will have developed responsibility for others, specifically those in a school, special education or disability setting; they will understand that personal beliefs and actions impinge on, and have a lasting effect on, others. They will demonstrate this through ethical conduct and by being sensitive and responsive to the needs of children, colleagues, families and the community.

Lifelong Learning

Graduates will understand the importance of life-long learning and will be equipped with the skills to pursue professional and personal development.

Independence and Collaboration

Graduates will be able to work independently and collaboratively with others to achieve educational and professional goals; they will have an understanding of cooperative learning and the need for personal accountability in achieving collaborative outcomes.

The University of New England respects and acknowledges that its people, programs and facilities are built on land, and surrounded by a sense of belonging, both ancient and contemporary, of the world's oldest living culture. In doing so, UNE values and respects Indigenous knowledge systems as a vital part of the knowledge capital of Australia.